ED352A: TRANSFERRING PROFESSIONAL KNOWLEDGE INTO PROFESSIONAL PRACTICE FOR PRIMARY EDUCATION (2017-2018)

Course Overview

This course will provide an opportunity for students to demonstrate and apply broad and critical understanding of professional practice in a primary school second level setting. It builds on knowledge and understanding of the factors that impact upon children’s development and learning.

Course Details

Study Type

Undergraduate

Level

3

Session

Second Sub Session

Credit Points

30 credits (15 ECTS credits)

Campus

Old Aberdeen

Sustained Study

No

Co-ordinators

Mrs Sheila Nutkins

Qualification Prerequisites

[$3][$4]

What courses & programmes must have been taken before this course?

MA (Hons) Education (Studied)

Any Undergraduate Programme (Studied)

ED302A Foundations of Learning for Professional Practice at Early/First Level (Studied)

What other courses must be taken with this course?

None.

What courses cannot be taken with this course?

None.

Are there a limited number of places available?

No

Course Description

The course aims to provide students with:

an opportunity to deepen understanding of a core area of the primary curriuclum up-to-date knowledge;

an understanding, based on recent research, of the factors that impact upon learners developing core skills within a core curriculum area;

an opportunity to demonstrate and apply broad and critical understanding of professional practice in a 5 week placement in a Primary school setting.

Students will be able to:

demonstrate a critical understanding of a range of theories relevant to a core area of the primary curriuclum;

apply understanding of relevant theories of all areas of development inlcuding, physical, emotional, social, cognitive, language, spiritual, and moral, to the development of a particular core area;

develop their knowledge and understanding of factors that affect learning and development within the core area, including the physical environment and the socio-cultural context;

plan and implement learning experiences within a primary setting.

A range of theories of learning applicable to the chosen core curricular area:

developing knowledge and understanding of the planning cycle, and its impact on;

learning, teaching and assessment;

further development and application of language for learning;

taking responsibility for leading learning for a series of linked lessons.

Degree Programmes for which this Course is Prescribed

Bachelor of Education (Primary)

MA (Hons) Education

Contact Teaching Time

45 hours

This is the total time spent in lectures, tutorials and other class teaching.

Teaching Breakdown

Assessment

1st Attempt: Summative assessment of professional practice will be carried out in partnership with school based colleagues by a formal observation of practice, measured against aspects of the GTCS Standard for Registration (2013). During the course of this school experience students will be expected to provide written evidence of theoretical principles and perspectives exemplified through their practice. This will be presented as a working document compiled over the 5 week period in school and will be part of the overall assessment by school and university tutor.

Both the school and the tutor provide assessment proforma reports, the tutor based on an observation visit to the school and the school based on performance over the 5 weeks; therefore this is a 50/50 split. Both must be satisfactory for the placement to be a pass.

Resit: A 4 week resit placement opportunity will be provided at the start of the next academic session, to be completed successfully prior to the start of the year four programme of courses.

This is awarded as either satisfactory or unsatisfactory overall. Again, it is based on two assessment proforma reports, one by the school and one by the tutor observation visit. Both must be satisfactory for the placement to be a pass.

Formative Assessment

Formative assessment of professional practice will be carried out in partnership with school based colleagues.

Feedback

Ongoing formative feedback opportunities will be provided through partnership with colleagues in the school experience placement.

A written summative report will be provided in partnership with school based colleagues.